Earth and Space Science ESS1(5-8)POC-3 Explain how Earth events (abruptly and over time ) can bring about changes in Earth's surface: landforms, ocean floor, rock forms, or climate. ESS1(7-8) -3 Students demonstrate an understanding of processes and change over time within earth systems by... 3a) Evaluating slow processes e.g. seafloor spreading, mountain building to determine how the Earth has changed and will continue to change over time. 3b) Evaluating fast processes e.g. earthquakes to determine how the Earth has changed and will continue to change over time.
National Standards:
National Science Content Standard G All students should develop understanding of
Science as a Human Endeavor
Nature of Science
History of Science
Context of Lesson: This is the first lesson of the unit whose main topic is Plate tectonics. The first lesson is designed to help students begin the process of thinking like a scientist. I will concentrate on activating their previous conceptions of the structure of Earth. The purpose of this lesson is to provide the students practice in: * Asking questions about phenomenon they observe.
Developing their own explanations based on data they gathered.
* Using models to help develop and compare those explanations. They will be shown various clips found on websites featuring some Classic Earth features such as volcanoes, earthquakes, mountains, etc. They will then be given three everyday items to use as models for the earth. They will then be asked to choose one of the model items which can best represent the earth by comparing how well these items model the earth.
Opportunities to Learn:
DOK level 1 -
Represent in words or diagrams a scientific concept or relationship.
Identify
DOK level 2 -
Make Observations
Collect and display data
.Materials:
Globe
Rocks (hand sized)
Rubber balls
Soft boiled eggs (runny yolk) cracked shell
Prerequisite Knowledge
Basic knowledge of the Earth as a planet revolving around the sun, on which people live.
Objectives:
Students will : * Be able to develop questions relating to new topic based on their own observations. * Collect, compare, and display data used to formulate their explanation. * Work in a small team environment and arrive at a consensus. * Share their findings with others.
Instruction:
Opening: (15 minutes)
As the students enter the class hand each student a sheet of paper with the following questions. Ask them to answer as best as they can. Start the class by using these guiding questions, while holding aloft an Earth Globe. * How big is the Earth? * How Old Is this Earth? * What is it made of? * Has it always looked the same, does it change?
After taking attendance start the class by reviewing each of these guiding questions, while holding aloft an Earth Globe.
Allow the conversation to be driven by the students. At the end of the discussion tell them that they have brought up a lot of ideas and questions that require further investigations. Say: we all realize that there are many things we know about the Earth and lots we don't. What we will do today is begin to look at the Earth like scientists do. We will learn to think like a scientist which is simply like this.
(Write Scientist Look, Stop & Think on the Board while saying) Scientist Look at something that interest them stop and think about it.
Engagement: (30 minutes)
Activity 1 -Videos of the EarthShow Five different videos-a volcano erupting-an earthquake occurring-men climbing a mountain-plane flying into the Grand Canyon-Submarine diving underwater.SAY - These are all different ways that the Earth surface looks like and things that happen on the surface of the Earth. ASK - Is there any way that these videos give us an idea of what the Earth is like inside? What are some of the things that we noticed about the earth in each video?Note the following by reviewing with students.Lava erupting from volcano.Earthquake shaking part of the EarthHigh MountainsDeep canyons and oceans.SAY – Let’s form small groups of scientists and come up with educated guesses of what our world is like.
Activity 2: Modeling Form small groups of 4 or 5 students.Hand Out to each group:
* (1) Rock (hand sized)
* (1) Rubber ball
* (1)Soft boiled eggs (runny yolk) cracked shell
You will need specific instructions about the eggs so that you don't produce a mess or have someone try to eat it.
SAY – Scientists like to use models as a way to explain there observations. But they sometimes need to choose the best model among many. We will do the same since we are scientist.Using a blank template of the Comparison Chart on the board explain how to use their blank Chart by filling in correct information for the students to copy down. Explain how as a group they will list in appropriate spaces reasons why or why not they think a certain model is good in explaining the makeup of the Earth. Provide an example.
Activity 3 - Sharing of InformationAsk a representative of each group to fill in one section of the chart.Ask if there is any group that has any observations that is not listed, and allow all to complete the chart on the board.Have a vote on which model the class thinks is the best model of our Earth.Collect all materials and ask students to return to their seats.
Will students take anything away from this lesson, e.g. a record of their observations?
Closure: (5 Minutes)
Say - What happened here today is exactly what happens in many places where other scientists are hanging out. They look at things, think about it, collect information, come up with a model that could explain what they see, then share it with other people who are looking at the same thing to see if they think the same thing. Science is not memorizing information about the world around us. It’s noticing something, and Stopping and Thinking about it. So What do scientist do? STOP and THINK.
Have a student Write on board in large letters (SCIENTISTS STOP & THINK)
Assessment:
Formative Assessment -Probe for understanding during both activities. This a a good time to get to know the students as individuals and how well each student works in small groups.Note students with problems or are tentative in interactions as well as take control leaders. Provide positive reinforcement of good behaviors and redirection of unproductive behaviors throughout the activity.
Summative Assessment - Since this is the first class there will not be any summative assessment, but much formative assessment can be done to get to know the students well. I will circulate around the class, especially when they are doing group work and try to look for any students who may not be participating in the group activities, or are exhibiting leadership qualities. This assessment will aid me when creating groups in future lessons. I will look for any evidence of misunderstanding that may surface during this group work.
Lesson Title: Inside the Earth?
State Standards: GLEs/GSEs
R.I. GSEs Standards
Earth and Space Science ESS1(5-8)POC-3 Explain how Earth events (abruptly and over time ) can bring about changes in Earth's surface: landforms, ocean floor, rock forms, or climate.
ESS1(7-8) -3 Students demonstrate an understanding of processes and change over time within earth systems by...
3a) Evaluating slow processes e.g. seafloor spreading, mountain building to determine how the Earth has changed and will continue to change over time.
3b) Evaluating fast processes e.g. earthquakes to determine how the Earth has changed and will continue to change over time.
National Standards:
National Science Content Standard GAll students should develop understanding of
Context of Lesson:
This is the first lesson of the unit whose main topic is Plate tectonics. The first lesson is designed to help students begin the process of thinking like a scientist. I will concentrate on activating their previous conceptions of the structure of Earth. The purpose of this lesson is to provide the students practice in:
* Asking questions about phenomenon they observe.
- Developing their own explanations based on data they gathered.
* Using models to help develop and compare those explanations.They will be shown various clips found on websites featuring some Classic Earth features such as volcanoes, earthquakes, mountains, etc. They will then be given three everyday items to use as models for the earth. They will then be asked to choose one of the model items which can best represent the earth by comparing how well these items model the earth.
Opportunities to Learn:
DOK level 1 -- Represent in words or diagrams a scientific concept or relationship.
- Identify
DOK level 2 -- Make Observations
- Collect and display data
.Materials:Prerequisite Knowledge
Basic knowledge of the Earth as a planet revolving around the sun, on which people live.Objectives:
Students will :* Be able to develop questions relating to new topic based on their own observations.
* Collect, compare, and display data used to formulate their explanation.
* Work in a small team environment and arrive at a consensus.
* Share their findings with others.
Instruction:
Opening: (15 minutes)
As the students enter the class hand each student a sheet of paper with the following questions. Ask them to answer as best as they can. Start the class by using these guiding questions, while holding aloft an Earth Globe.* How big is the Earth?
* How Old Is this Earth?
* What is it made of?
* Has it always looked the same, does it change?
After taking attendance start the class by reviewing each of these guiding questions, while holding aloft an Earth Globe.
Allow the conversation to be driven by the students. At the end of the discussion tell them that they have brought up a lot of ideas and questions that require further investigations.
Say: we all realize that there are many things we know about the Earth and lots we don't. What we will do today is begin to look at the Earth like scientists do. We will learn to think like a scientist which is simply like this.
(Write Scientist Look, Stop & Think on the Board while saying) Scientist Look at something that interest them stop and think about it.
Engagement: (30 minutes)
Activity 1 - Videos of the Earth Show Five different videos - a volcano erupting - an earthquake occurring - men climbing a mountain - plane flying into the Grand Canyon - Submarine diving underwater. SAY - These are all different ways that the Earth surface looks like and things that happen on the surface of the Earth. ASK - Is there any way that these videos give us an idea of what the Earth is like inside? What are some of the things that we noticed about the earth in each video? Note the following by reviewing with students. Lava erupting from volcano. Earthquake shaking part of the Earth High Mountains Deep canyons and oceans. SAY – Let’s form small groups of scientists and come up with educated guesses of what our world is like.
Activity 2: Modeling Form small groups of 4 or 5 students. Hand Out to each group:
* (1) Rock (hand sized)
* (1) Rubber ball
* (1)Soft boiled eggs (runny yolk) cracked shell
You will need specific instructions about the eggs so that you don't produce a mess or have someone try to eat it.* Scientist Comparison Chart Comparison Chart
SAY – Scientists like to use models as a way to explain there observations. But they sometimes need to choose the best model among many. We will do the same since we are scientist. Using a blank template of the Comparison Chart on the board explain how to use their blank Chart by filling in correct information for the students to copy down. Explain how as a group they will list in appropriate spaces reasons why or why not they think a certain model is good in explaining the makeup of the Earth. Provide an example.
Activity 3 - Sharing of Information Ask a representative of each group to fill in one section of the chart. Ask if there is any group that has any observations that is not listed, and allow all to complete the chart on the board. Have a vote on which model the class thinks is the best model of our Earth. Collect all materials and ask students to return to their seats.
Will students take anything away from this lesson, e.g. a record of their observations?Closure: (5 Minutes)
Say - What happened here today is exactly what happens in many places where other scientists are hanging out. They look at things, think about it, collect information, come up with a model that could explain what they see, then share it with other people who are looking at the same thing to see if they think the same thing. Science is not memorizing information about the world around us. It’s noticing something, and Stopping and Thinking about it. So What do scientist do? STOP and THINK.Have a student Write on board in large letters (SCIENTISTS STOP & THINK)
Assessment:
Formative Assessment - Probe for understanding during both activities. This a a good time to get to know the students as individuals and how well each student works in small groups.Note students with problems or are tentative in interactions as well as take control leaders. Provide positive reinforcement of good behaviors and redirection of unproductive behaviors throughout the activity.Summative Assessment - Since this is the first class there will not be any summative assessment, but much formative assessment can be done to get to know the students well. I will circulate around the class, especially when they are doing group work and try to look for any students who may not be participating in the group activities, or are exhibiting leadership qualities. This assessment will aid me when creating groups in future lessons. I will look for any evidence of misunderstanding that may surface during this group work.
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: